INFLUENCE OF MOTIVATION ON SOCIAL STUDIES TEACHER’S JOB PERFORMANCE IN BASIC EDUCATION IN CALABAR EDUCATION ZONE, CROSS RIVERS STATE

Abstract

The main aim of this study was to investigate the influence of motivation on Social Studies teacher’s job performance in Basic Education in Calabar Education Zone, Cross Rivers State. To achieve this aim, two null hypotheses were postulated. Related literature was reviewed. The survey research design was adopted for the study. Since this design involves the collection of data to accurately and objectively describe existing phenomenon, it was considered most appropriate for the study as it will permit inferences and generalization after thoroughly describing the variables for the present population. In selecting the respondents for the study, stratified, purposive and accidental sampling techniques were employed in choosing 200 respondents from public secondary schools across the Education Zone. The major instrument for data collection was a questionnaire titled “Motivation and Job Performance Questionnaire”. Data collected were subjected to statistical analyses at 0.05 alpha levels using Simple Linear Regression analysis. The result of the analysis showed that there is no significant influence of teacher’s training on Social Studies teacher’s job performance in the study area and there is no significant influence of teacher’s promotion on Social Studies teacher’s job performance in the study area. Based on the findings it was therefore recommended among others that teachers training programme needed to be improved upon particularly in areas of competent delivery of their lesson. This should be done through skill training in teacher education.